Nordic Journal of Vocational Education and Training
The Nordic Journal of Vocational Education and Training (NJVET) invites original, scholarly articles that discuss the vocational and professional education and training, of young people as well as adults, from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from different parts of the world.
All published research articles in NJVET are subjected to a peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. NJVET previously had a policy of single-blind review. The present policy was introduced in 2015.
NJVET is published on behalf of Nordyrk, a Nordic network for vocational education and training, and with support from NOP-HS and from the Swedish Research Council.
NJVET accepts submissions in English, Danish, Norwegian, and Swedish. To broaden the international readership, Nordic researchers are encouraged to submit and publish their contributions in English.
All articles in NJVET are open access and there are no submission charges or charges for article processing.
NJVET is included in DOAJ, the Directory of Open Access Journals.
The journal is also accredited on level 1 according to the Norwegian accreditation of scientific journals, in the Finnish Publication Forum, and on the Danish BFI series list:
- Directory of Open Access Journals, DOAJ
- Norwegian Register for Scientific Journals, Series and Publishers
- The Finnish Publication Forum
- Svenska listan - a register of peer-reviewed publication channels
Call for papers:
NJVET has a continuous open call for papers within the aims and scope of the journal. In addition to this, there could be calls for contributions to special issues.
Special Issue on the cooperation between research, teaching and learning in VET
The relation and cooperation between on the one hand research on and in vocational education and training (VET) and on the other hand the teaching and learning in VET can be described as a theory and practice relation that can be challenging. It can also be seen as a way to make the research more relevant by identified needs and questions from vocational teachers.
The Special Issue aims to develop knowledge about the cooperation between research and education. Challenges in cooperation may be the role of the researcher in the educational context, the cooperation between researcher and vocational teachers or the process from defining the problem to implementing results. We especially welcome contributions that address questions such as: What is practice-based research? What´s in it for teachers and for researchers/the mutual benefit? What competence is required of the vocational teacher to be a part in practical research?
In collaboration with the editorial group of Nordic Journal of Vocational Education and Training, Susanne Gustavsson from University of Gothenburg, Sweden, Henriette Duch, VIA University College, Denmark, and Jóhannes Árnason, Akureyri Comprehensive College, Island, will act as guest editors. Through this open call we hereby invite submissions of abstracts of proposed articles, that can be written in Swedish, Norwegian, Danish or English, to the journal. The abstract must be written in English and contain a short description of the problem being addressed, purpose and eventual research questions, as well as theory/method, and preliminary results. The abstract should be a maximum of 750 words and should be sent as an attachment via e-mail to Susanne Gustavsson (firstname.lastname@example.org).
Read more about the special issue.
Upcoming publication of Special Issue on Vocational classroom research with a focus on teaching and learning in vocational education subjects
This Special Issue aims to develop knowledge about how teaching in the vocational classroom can create productive conditions for students’ vocational learning and the development of students’ vocational knowledge in vocational subject areas. Contributions will address vocational (subject) didactic perspectives on teaching and learning in the vocational classroom; for example, this may concern vocational learning and vocational knowledge, embodied and material aspects, writing in the vocational classroom, practice-based school research, feedback/assessment in vocational subjects, and the relationship between theory and practice.
In collaboration with the editorial group of Nordic Journal of Vocational Education and Training, Stig-Börje Asplund, together with Nina Kilbrink and Ann-Britt Enochsson, Karlstad University, are acting as guest editors.